A Needs Analysis for a Discipline-Specific Reading Intervention

Boakye, Naomi Adjoa Nana Yeboah; Mbong, Magdaline

doi:10.5539/elt.v9n3p235

Cited by 16 publications

(9 citation statements)

References 24 publications

(25 reference statements)

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“…The selection of such materials will raise the interest and motivation of the students in learning to read. According to Adjoa et al (2016), the relationship between language and the ability to read and think critically in a specific discipline are directly linked to students' academic success at higher education or tertiary level.…”

Section: Resultsmentioning

confidence: 99%

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Needs Analysis in Efl Reading Class: A Study to Promote Learner Autonomy Through Self-Assessment

Taufiqulloh

Wardhani

Sulistyawati

2018

ERJEE

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Teaching EFL reading to the students at colleges or universities requires an appropriate technique that enables students to enhance their achievement as well as to develop their sense of independent learning. This is also to respond to the current trend of that the focus of ELT today is creating learners who are not only competent but also dependent or autonomous in learning. This study is aimed at exploring the needs of both lecturers and students on EFL reading class. The method used was descriptive-qualitative. It was conducted at the English Education Department, Faculty of Teacher Training and Education, Pancasakti University Tegal, from April to June 2018. The participants of this study were 64 students of the fourth semester in the department attending EFL reading class and 4 EFL lecturers. The data were collected using triangulation. The instruments used were a questionnaire, classroom observation, and interview. The results showed that the instruction and assessment were still teacher-centered, the learning materials and the method did not meet the students� needs, the selection of the materials was not in line with the students� level of competence, the students were given fewer opportunities to explore and share their ideas with others, etc. The result also showed that both students and lecturers agreed that learning EFL reading through self-assessment could be an alternative learning model or technique to cope with the situations.Keywords: needs analysis; EFL reading; learner autonomy; self-assessment.

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Section: Resultsmentioning

confidence: 99%

“…Effective reading is one of the determining factors of academic literacy at tertiary level, as this has a direct effect on students' academic writing and ultimately academic performance (Adjoa, Yeboah, & Mai, 2016). Moreover, an effective reading instruction may occur when it meets learners' needs.…”

Section: Introductionmentioning

confidence: 99%

Needs Analysis in Efl Reading Class: A Study to Promote Learner Autonomy Through Self-Assessment

Taufiqulloh

Wardhani

Sulistyawati

2018

ERJEE

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“…Furthermore, at Iranian universities, there are recently some needs analysis projects which tried to assess the needs of students (Hamp-Lyons, 2001). For example, a needs analysis study is conducted to explore students' reading challenges as an initial step in designing a suitable reading intervention program for students of first-year sociology (Boakye and Mai, 2016).…”

Section: Definition and Importance Of Needs Analysis (Na)mentioning

confidence: 99%

EAP Learners' Perceptions towards the Use of Tasks in Their Books: Focusing on Needs Analysis

Shehni

2021

TPLS

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The development of English as a universal language led to the emergence of a new field in English language teaching which is called English for Specific Purposes (ESP). Moreover, English is recently considered as an international language, and with advancements in technology, accordingly, there is a widespread growth in demand for English for Academic Purposes (EAP) courses fluctuating in teaching length and mode. The present study, thus, attempts to consider the EAP Learners' Perceptions towards the use of tasks taught in universities as EAP courses for students and what English skills and abilities are required from them on the job.

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“…There are many gaps found in the previous studies which cannot be generalized. The list includes the inadequacy of reading models to teach reading, inactivated schemata of some ESL learners while reading, incomplete picture of needs, limitations either on teachers' perspectives of learners' perspectives (not both), strategies that are not enough to enhance comprehension, and the limited number of participants (Alhoshan, 2014;Alsamadani, 2008;Alyousef, 2006;Boakye & Mai, 2016;Dahish, 2017;Fatihi, 2003;Gravatt & Richards, 1997;Graves, 1996;Iwai, 2009;Jalilehvand, 2012;Lempke, 2016;Long, 2005). Further studies have to include more EFL learners in Saudi Arabia, and needs analysis has to be an ongoing process with extended time frames.…”

Section: Difficulties In Readingmentioning

confidence: 99%

Reading Needs Analysis of EFL Learners in the Saudi Context: Identifying Needs and Deficiencies

AlGhamdi¹,

AlKadi²,

AlHammad³

et al. 2018

IJELE

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The aim of the current study is to do a reading needs analysis of preparatory-year students in the Saudi context. The scope is to identify the reading needs and deficiencies of EFL learners at King Abdulaziz University. The instrument used is a paper-based questionnaire that was distributed among the participants. A total of sixty-three female students participated in the study. The questionnaire is adapted from the needs analysis questionnaire for non-English learners (Gravatt, Richards & Lewis, 1997). Two open-ended questions were added in order to get in-depth data from the participants. The statistical analysis was utilized for the quantitative data via SPSS whereas the open-ended questions were analyzed thematically using NVivo. The results demonstrate that EFL learners in the Saudi context have deficiencies of some reading strategies such as reading speed and reading to respond critically. However, they do not have difficulties with general comprehension of reading texts and they are able to read slowly in order to understand the details of the text. Regarding preferences, they mostly like to read works of fiction such as stories or novels but they do not prefer to read long texts. Based on the findings, this study was able to draw a number of implications and propose several recommendations.

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A Needs Analysis for a Discipline-Specific Reading Intervention

Cited by 16 publications

References 24 publications

Needs Analysis in Efl Reading Class: A Study to Promote Learner Autonomy Through Self-Assessment

Needs Analysis in Efl Reading Class: A Study to Promote Learner Autonomy Through Self-Assessment

EAP Learners' Perceptions towards the Use of Tasks in Their Books: Focusing on Needs Analysis

Reading Needs Analysis of EFL Learners in the Saudi Context: Identifying Needs and Deficiencies

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